Art and Design – Techniques
Band 3
Band 4
Band 5
Band 6
explore shading,
using different media
draws familiar
objects with correct
proportions
use line, tone and
shading to represent
things seen,
remembered or
imagined in three
dimensions
begin to develop an
awareness of
composition, scale
and proportion in
their work
understand and
identify key aspects
such as
complementary
colours, colour as
tone, warm and cold
colours
create different
effects by using a
variety of tools and
techniques such as
bleeds, washes,
scratches and
splashes
mix colours to
express mood, divide
foreground from
background or
demonstrate tones
use simple
perspective in their
work using a single
focal point and
horizon
compare and
recreate form of
natural and
manmade objects
plan a sculpture
through drawing and
other preparatory
work
develop skills in
using clay including
slabs, coils and slips
use techniques,
colours, tones and
effects in an
appropriate way to
represent things
seen - brushstrokes
following the
direction of the
grass, stippling to
paint sand,
watercolour bleeds to
show clouds
he/she is able to
create a collage
using overlapping
and layering
experiment with
creating mood,
feeling, movement
and areas of interest
by selecting
appropriate materials
and learnt
techniques
add collage to a
painted, drawn or
printed background
using a range of
media, different
techniques, colours
and textures
produce intricate
patterns and textures
in a malleable media
create printing blocks
using relief or
impressed
techniques
use a variety of
techniques e.g.
marbling, silkscreen
and cold water paste
experiment with
using layers and
overlays to create
new colours/textures
use different
techniques, colours
and textures when
designing and
making pieces of
work and explain
his/her choices
add detail to work
using different types
of stitch, including
cross-stitch
print on fabrics using
tie-dyes or batik
return to work over
longer periods of
time and use a wider
range of materials
create intricate
printing patterns by
simplifying and
modifying
sketchbook designs
follow a design brief
to achieve an effect
for a particular
function
Art and Design – Learning
Band 3
Band 4
Band 5
Band 6
use a sketchbook for
recording
observations, for
experimenting with
techniques or
planning out ideas
use a sketchbook for
collecting ideas and
developing a plan for
a completed piece of
artwork
develop different
ideas which can be
used and explain
his/her choices for
the materials and
techniques used
select ideas based
on first hand
observations,
experience or
imagination and
develop these
through open ended
research
experiment with
different materials to
create a range of
effects and use these
techniques in the
completed piece of
work
use taught technical
skills to adapt and
improve his/her work
confidently and
systematically
investigate the
potential of new and
unfamiliar materials
and use these learnt
techniques within
his/her work
refine his/her use of
learnt techniques
explain what he/she
likes or dislikes about
their work
articulate how
he/she might
improve their work
using technical
terms and reasons
as a matter of
routine
evaluate his/her work
against their intended
outcome
adapt his/her own
final work following
feedback or
discussion based on
their preparatory
ideas
know about some of
the great artists,
architects and
designers in history
and describe their
work
describe some of the
key ideas,
techniques and
working practices of
artists, architects
and designers who
he/she has studied
research and discuss
various artists,
architects and
designers and
discuss their
processes and
explain how these
were used in the
finished product
describe the work
and ideas of various
artists, architects and
designers, using
appropriate
vocabulary and
referring to historical
and cultural contexts
explain and justify
preferences towards
different styles and
artists
DT Banding Assessment
Band 3
Can I use simple
annotated sketches
to communicate my
ideas?
Can I plan the order
of my work?
Band 4
Can I use simple
annotated sketches
to communicate my
ideas?
Can I plan what
materials I will use?
Can I draw pattern
pieces to construct
my product?
Band 5
Can I discuss my
design with others
and use annotated
sketches to
communicate my
ideas?
Can I draw my
design accurately
from different
views?
Band 6
Can I discuss my
design with others
and use annotated
sketches to
communicate my
ideas?
Can I draw my
design accurately
from different views
or use CAD
software?
Can I evaluate a
range of products?
Can I evaluate a
range of products?
Does my product
meet the design
criteria?
Does my product
meet the design
criteria?
Make
Can I measure,
mark out, score, cut
out and join card?
Does my product
meet the design
criteria?
Can I identify key
events and
individuals during
the war and post
wars who have
helped shape the
world in Design &
Technology?
Can I measure,
mark out, score, cut
out and join wood
or textiles?
Can I use a variety
of tools accurately?
Technical
Knowledge
Can I strengthen
and reinforce card
to make a 3D or
free standing
product?
Can I measure,
mark out, score, cut
out and construct
products made from
card & textiles?
Can I join card or
textiles in a variety
of ways?
Can I construct a
card mechanism
using levers and
pivots to produce
movement?
Can I use an
electrical system
incorporating a
switch, light or
buzzer?
Does my product
meet the design
criteria?
Can I identify key
events and
individuals in
Victorian Britain
who have helped
shape the world in
Design &
Technology?
Can I measure,
mark out, score, cut
out and join wood?
Can I use a variety
of tools accurately?
Can I make a
mechanism using a
cam and a follower
to produce
movement?
Cooking &
Nutrition
Can I identify
ingredients which
form part of a
healthy diet?
Can I combine
fresh ingredients to
make a tasty &
healthy lunch?
Can I explain how
to prepare food
hygienically?
Can I chop, slice
and mix
ingredients?
Can I use
strengthening and
joining skills to
construct a load
bearing frame from
card?
Can I construct a
mechanical system
using gears and
pulleys?
Can I use an
electrical system
incorporating a
motor?
Can I explain where
and how a variety of
ingredients are
grown?
Can I explain how
during the war and
years afterwards
seasonality of
ingredients dictated
recipes.
Can I explain how
rationing effected
what people ate?
Design
Evaluate
Can I measure,
mix, ‘rub in’, knead
ingredients?
Can I measure,
mix, and combine a
variety of savoury
ingredients?
Can I choose
ingredients to
change the flavour
of a basic recipe?
Can I explain where
and how a variety
of ingredients are
grown?
Geography Banding Assessment
Band 3
Band 4
Band 5
Band 6
ask and respond
geographical
questions, e.g.
Describe the
landscape. Why is it
like this? How has man
affected what it looks
like? What do you think
about that? What do
you think it might be
like if…continues?
analyse evidence and
draw conclusions e.g.
make comparisons
between locations
using aerial
photos/pictures e.g.
population,
temperatures etc.
understand and use a
widening range of
geographical terms
e.g. specific topic
vocabulary - contour,
height, valley,
erosion, deposition,
transportation,
headland, volcanoes,
earthquakes etc.
understand and use a
widening range of
geographical terms e.g.
specific topic vocabulary
- climate zones, biomes
and vegetation belts,
rivers, mountains,
volcanoes and
earthquakes, and the
water cycle
locate the world's countries,
using maps to focus on
Europe (including the location
of Russia) and North and
South America, concentrating
on their environmental
regions, key physical and
human characteristics,
countries, and major cities
measure straight line
distances using the
appropriate scale
identify and describe the
significance of the
Prime/Greenwich
Meridian and time zones
including day and night
recognise that different
people hold different
views about an issue
and begin understand
some of the reasons
why
explore features on
OS maps using 6
figure grid references
recognise the different
shapes of countries
communicate findings
in ways appropriate to
the task or for the
audience
recognise the
different shapes of
continents
identify the World's
countries within North
America human and
physical characteristics,
key topographical
features and land use
patterns
understand and use a
widening range of
geographical terms
e.g. specific topic
vocabulary - meander,
floodplain, location,
industry, transport,
settlement, water cycle
etc.
use basic geographical
vocabulary such as
cliff, ocean, valley,
vegetation, soil,
mountain, port,
harbour, factory, office
draw accurate maps
with more complex
keys and / or
demonstrate patterns
know about the wider
context of places county, region, country,
name and locate counties
and cities of the United
Kingdom, geographical
regions and their identifying
human and physical
characteristics, key
topographical features
(including hills, mountains,
coasts and rivers), and landuse patterns; and understand
how some of these aspects
have changed over time
identify the position and
significance of latitude,
longitude, Equator, Northern
Hemisphere, Southern
Hemisphere, the Tropics of
Cancer and Capricorn, Arctic
and Antarctic Circle, the
Prime/Greenwich Meridian
and time zones (including day
and night)
understand geographical
similarities and differences
through the study of human
and physical geography of a
region of the United Kingdom,
a region in a European
country, and a region within
North or South America
describe and understand key
aspects of physical
geography, including: climate
zones, biomes and
vegetation belts, rivers,
mountains, volcanoes and
earthquakes, and the water
cycle
plan the steps and
strategies for an
enquiry
know and describe
where a variety of
places are in relation
physical and human
features
make more detailed
fieldwork
sketches/diagrams
to know features
about places around
them and beyond the
UK
know location of: capital
cities of countries of
British Isles and U.K.,
seas around U.K.,
European Union
describe and understand key
aspects of human geography,
including: types of settlement
and land use, economic
activity including trade links,
and the distribution of natural
resources including energy,
food, minerals and water
use maps, atlases, globes
and digital/computer mapping
to locate countries and
describe features studied
countries with high
populations and large
areas, largest cities in
each continent
compare the physical or
human features of a
region of the UK and a
region in North America,
identifying similarities
and differences
use fieldwork
instruments e.g.
camera, rain gauge
describe human
features of UK
regions, cities and /or
counties
to use and interpret
maps, globes, atlases
and digital / compute
mapping to locate
countries and key
features
understand the effect
of landscape features
on the development
of a locality
understand about world
weather patterns around
the World and relate
these climate zones
use four figure grid
references
describe how people
have been affected
by changes in the
environment
know how rivers erode,
transport and deposit
materials
use the 8 points of a
compass
know about the wider
context of places region, country,
know about the physical
features of coasts and
begin understand
erosion and deposition
make plans and maps
using symbols and
keys
identify where
countries are within
Europe; including
Russia
understand why there
are similarities and
differences between
places
understand how
humans affect the
environment
recognise that people
have differing quality
of life living in
different locations
and environments
know how the locality
is set within a wider
geographical context
explain about key
natural resources e.g.
water in the locality
understand why people
seek manage and
sustain their
environment
know the physical and
human features of the
locality
identify where counties
are within the UK and
thie key topographical
features
name and locate the
cities of the UK
understand why there
are similarities and
differences between
places
develop an awareness
of how places relate
each other
explain about weather
conditions / patterns
around the UK and
parts of Europe
explore weather
patterns around parts
of the world
know about changes the
World environment
use the eight points of a
compass, four and six-figure
grid references, symbols and
key (including the use of
Ordnance Survey maps) to
build his/her knowledge of the
United Kingdom and the
wider world
use fieldwork to observe,
measure, record and present
the human and physical
features in the local area
using a range of methods,
including sketch maps, plans
and graphs, and digital
technologies
understand and use a
widening range of
geographical terms e.g.
specific topic vocabulary urban, rural, land use,
sustainability, tributary, trade
links etc.
identify and describe the
significance of latitude,
longitude, Equator, Northern
Hemisphere, Southern
Hemisphere, the Tropics of
Cancer and Capricorn, Arctic
and Antarctic Circle,
use maps, charts etc. to
support decision making
about the location of places
e.g. new bypass
compare the physical and
human features of a region of
the UK and a region within
South America, identifying
similarities and differences
History Banding Assessment
Band 3
Band 4
Band 5
Band 6
use an increasing
range of common
words and phrases
relating to the passing
of time (chronological
understanding)
place some
historical periods in
a chronological
framework
(chronological
understanding)
use dates to order and
place events on a
timeline (chronological
understanding)
describe memories of
key events in his/her
life using historical
vocabulary
(chronological
understanding)
use sources of
information in ways
that go beyond
simple observations
to answer questions
about the past
(historical enquiry)
communicate his/her
learning in an
organised and
structured way,
using appropriate
terminology
(organisation and
communication)
use historic terms
related to the period
of study
(chronological
understanding)
understand that
sources can
contradict each
other (historical
interpretations)
give some reasons for
some important
historical events
(understanding of
events, people and
changes)
describe a chronologically
secure knowledge and
understanding of British,
local and world history,
establishing clear narratives
within and across the
periods he/she studies
note connections, contrasts
and trends over time and
show developing
appropriate use of historical
terms
describe changes in
Britain from the Stone
Age to the Iron Age
describe the Roman
Empire and its impact
on Britain
describe the
achievements of the
earliest civilizations an overview of where
and when the first
civilizations appeared
and a depth study of
one of the following:
Ancient Sumer; The
Indus Valley; Ancient
Egypt; The Shang
Dynasty of Ancient
China
make comparisons
between aspects of
periods of history and
the present day
(historical
interpretations)
address and sometimes
devise historically valid
questions about change,
cause, similarity and
difference, and significance
understand that the
type of information
available depends on
the period of time
studied
evaluate the
usefulness of a variety
of sources (historical
interpretations)
construct informed
responses that involve
thoughtful selection and
organisation of relevant
historical information
understand how our
knowledge of the past is
constructed from a range of
sources
use a variety of
resources to find out
about aspects of life
in the past (historical
enquiry)
compare sources of
information available
for the study of
different times in the
past (historical enquiry)
describe a study of an
aspect or theme in British
history that extends pupils'
chronological knowledge
beyond 1066
describe Britain's
settlement by AngloSaxons and Scots
present findings and
communicate
knowledge and
understanding in
different ways
(organisation and
communication)
provide an account of a
historical event based
on more than one
source (organisation
and communication)
describe the Viking
and Anglo-Saxon
struggle for the
Kingdom of England
to the time of
Edward the
WW2 onwards
make confident use of a
variety of sources for
independent research
(historical enquiry)
use evidence to support
arguments (understanding
of events, people and
changes)
Confessor
describe a study of
Ancient Greek life and
achievements and their
influence on the
western world
describe a local history
study
The Victorians
describe a nonEuropean society that
provides contrasts with
British history - one
study chosen from:
early Islamic
civilization, including a
study of Baghdad c.
AD 900; Mayan
civilization c. AD 900;
Benin (West Africa) c.
AD 900-1300
MUSIC
3
4
5
6
Play and perform in solo and ensemble contexts, using voice and playing musical
instruments with increasing accuracy, fluency , control and expression.
Children play Children learn to play the
Children learn and Children are
and correctly recorder with good tone and
perform longer
confident
hold a range technique. They play D,C,B,A and songs ( some in
performers in
of percussion G
other languages ) small groups. They
instruments. They contribute to musical
adding their own
sing with fluency,
Children play performances in class assemblies. ostinato rhythms control and
on their own They watch and respond to a
and actions to
expression.
in small
conductor, making appropriate
these songs.
They perform
group.
changes in tempo, dynamics and
Songs become
complex songs,
They play
pitch.
more complex in
some in two parts.
instruments
terms of rhythm
with
and pitch.
contrasting
Children know the
dynamics
names of the
They play
major instrument
simple tunes
groups of the
on the
orchestra, naming
glockenspiel
some from each
in small
group.
group and
whole-class
contexts.
They follow a
conductor
They learn
and perform
simple
playground
songs with
actions.
Improvise and compose music for a range of purposes using the inter-related dimensions of
music
Children
Children learn the meaning of the Children learn the Children learn
learn the
term ‘duration’
meaning of
meaning of term
meaning of
They compose music in response timbre and
’texture’
the terms:
to a variety of stimuli. They
structure
They use their
tempo,
continue to use graphic scores,
They begin to use knowledge of all
dynamics
but add known musical symbols
standard staff
seven elements of
and pitch
and some terminology
notation
music to write
They
music . They show
compose
their
simple tunes
understanding by
using unadding musical
tuned
signs to show
percussion
dynamic contrast
using animals
and variations in
as a them,
tempo.
changing the
tempo,
dynamics and
structure of
their music.
They write
graphic
scores to
record their
compositions
.
Use and understand staff and other music notations
Children
Children use and understand the
In addition
Children learn
make their
following note values when
children use the
additional notation
own symbols writing and reading simple
dotted minims
for the treble clef
to represent rhythms:
and learn simple
to complete the
sounds and
Crotchet,minim,quaver,semibrev rests:
stave .
represent
e
semibreve,dotted They read and
these in a
They can write and play on a
- minim,minim,
write simple
graphic
glockenspiel or recorder the
crotchet and
rhythms in ¾ time
score. They
following notes: D,C,B,A,G
quaver.
They write
write the
They use the following
They write 12 –
answering
symbols
terminology to describe tempo:
bar rhythms
phrases.
mf,f,mp and allegro,largo,andante
using simple
They use symbols
p. They use
They write simple music with a
repetitive
and terminology:
signs for
time signature of 4/4 and 2/4
structures .
accelerando,subit
crescendo
They write simple o p/f,
and
tunes using notes ritardando
diminuendo.
D,C,B,A,G
Children can write
a treble clef
accurately
Appreciate and understand a wide range of high-quality live and recorded music drawn from
different traditions and from great composers and musicians.
Listen with attention to detail and recall sounds with increasing aural memory
Children
Children listen to Children listen to
listen
music from
and analyse Holst’s
recorded
Mexico and
’The Planet
extracts and
perform a
Suite’commenting
comment on
traditional
on use of all
tempo,
Spanish folk song. musical elements.
dynamics and
They can
They listen to ‘La
pitch. They
recognise
Mer’, by Debussy
say how
medieval music
music makes
and name some
them feel.
of the
instruments
played ( ‘Passtime
with good
company’ )
Demonstrate a developing understanding of the history of music
Children listen to
music from WWII
and appreciate the
patriotic nature of
the genre, being
able to position
the period on a
time line.